Problem-Based Digital Reading for Critical Thinking Development in Indonesia EFL Context: A Systematic Literature Review

Abstract

Critical thinking has become an essential objective in EFL reading instruction; however, many classroom practices still emphasize surface-level comprehension rather than reflective and analytical engagement with texts. This research investigates how problem-based digital reading contributes to the development of critical thinking and examines the extent to which local wisdom has been integrated into digital reading instruction in EFL contexts. A total of 35 peer-reviewed studies published between 2015 and 2025 were selected from Scopus, Web of Science, and Google Scholar databases. The selected studies were analyzed using thematic synthesis to identify research trends, instructional contributions, and gaps in digital reading, Problem-Based Learning (PBL), critical thinking, and the integration of local wisdom. The findings reveal three major patterns. First, most studies focused on developing digital instructional materials and employed Research and Development (R&D) approaches. Second, problem-based digital reading was found to support higher-order thinking processes, particularly analysis, evaluation, reasoning, and reflective interpretation, while also increasing student engagement and digital literacy. Third, although local wisdom has increasingly been incorporated into instructional materials, its integration remains fragmented, often limited to contextual enrichment rather than functioning as a core component of critical inquiry.